Contribution of Shadow Education to the Performance of Students in Public Schools: The Case of Sri Lanka

Abstract

This study individually estimates and analyzes the contribution of public schools and fee-paid private tutoring classes to academic performance of students in Sri Lanka. Econometric models and measures of descriptive statistics were estimated and instructional time was graphically compared to test whether the private tutoring classes significantly contribute to students’ academic performance. Econometric results with descriptive statistics strongly confirm the contribution of private tutoring education in the academic performance of the students in public schools. The study concludes that in Sri Lanka, private tuition classes have a significant positive contribution to the academic performance of students in public schools.

Shadow Education and Its Academic Effects in Bangladesh: A Vygotskian Perspective

“…The current study reported private tutoring as a supportive tool for higher secondary students, which eliminated their learning deficiencies and boosted their academic credentials. These findings are consistent with previous studies that found a positive correlation between students’ tutoring participation and their academic achievement (e.g., Mischo and Haag, 2002 , p. 263; Dang, 2007 , p. 684; Nath, 2008 , p. 68; Ha and Park, 2017 , p. 65; Shihab and Sultana, 2017 , p. 9; Kuan, 2018 , p. 391; Quadir, 2021 , p. 215; Herath, 2022 ).…”

“… Banerjee et al (2007 , p. 19) in India and Herath (2022) in Sri Lanka found a strong positive contribution of private tutoring on students’ academic achievement. Azmat et al (2021 , p. 277) in Pakistan claimed that private tutors supplied notes/suggestions and focused on drill learning, which helped the students in gaining higher examination scores rather than focusing on critical thinking skills.…”